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The Educational ModulesLower secondary level (13-15 years)• Light signals – the properties of light and its use in telecommunication• Colours – colour perception, additive and subtractive colour mixing • Lenses and telescopes – refraction and imaging• Eye and vision – comparison between human eyes and digital cameras,
learning about accommodation in the eye
Upper secondary level (16-18 years)• Making light – comparing light sources for efficiency and sustainability• Diffraction and interference – diffraction on a slit, spectrometry• Polarisation – applications in displays and life sciences• A scientist’s job – encouraging esp. young women to pursue careers in
science and engineering
Module 1: Light Signals
Didactic Framework: 3 worksheets, 1 factsheet, 1 Notes for Teachers
In this module students learn the following:
This module is designed to help students learn the basics of optical telecommunication by presenting a situation
between two villages. Students need to devise a system to allow these two villages to communicate with each
other without using electricity and whilst meeting certain criteria, much like the requirements facing engineers
working in industry. Once students establish that using light is the best means of communication they need to
send an encoded message through the optical fibre using red, green and blue LEDs. Students also learn the laws
of reflection via an experiment which uses a slit to direct light onto mirrors that then reflect the light.
That light goes fast and straight
The concept that light paths are reversible
The law of reflection
How optical fibres guide light
Teamwork
Developing technical solutions under time pressure,
while meeting specifications
Module 2 : ColoursDidactic Framework: 2 worksheets, 2 factsheet, 1 Notes for Teachers
In this module students learn the following:
The worksheets of this module do not aim at “explaining” the phenomena of colours, but rather use the topic to make
students familiar with the scientific method. Students have to choose a hypothesis, design and conduct their
experimental results, and give evidence for their conclusion.
The module is structured in two chapters:
Rainbow colours : students find out how colour filters work and use them to study the colours of the rainbow
Colour mixing : Subtractive colour mixing is illustrated with colour printing, while additive colour mixing is
demonstrated with computer screens.
Sunlight includes all colours of the rainbow
The colours in white light can be split ,e.g. by refraction
Colour filters and coloured objects appear coloured because
they absorb parts of the visible spectrum
Additive colour mixing, illustrated with computer screens
Subtractive colour mixing, illustrated with computer screens
Colour is a perception
Working with the scientific method
Designing experiments to provide evidence for a hypothesis
Distinguishing between observation and interpretation of
experimental results
Module 3 : Lenses and telescopes Didactic Framework: 1 worksheet, 1 factsheet, 1 Notes for Teachers
In this module students learn the following:
Lenses are a basic optical component. However, understanding how they work is non-trivial ! They have a wide
variety of applications. One such use is in telescopes to allow us to look at astronomical objects. In this module,
students will get to work with lenses and learn about interesting effects for themselves. More particularly they will
learn how concave and convex lenses focus light. They also build their own Galilean and Kepler telescopes to look at
distant objects.
How different lenses focus light
The physical concept of “focal point”
The difference between real and virtual images
How to build tow types of telescopes
How to work out the magnification of a telescope
The concept of field- of -view
Teamwork
Working with lenses and ray diagrams
Building their own experimental setups and relating
observations to theories
Module 4: Eye and Vision Didactic Framework: 2 worksheets, 1 factsheet, 1 Notes for Teachers
In this module students learn the following:
In this module students compare the parts of a digital camera to the parts of the human eye and discover the function
of each part and similarities and differences between the two. They measure the focal lengths of their own eyes and
learn about ‘accommodation’ – the focussing mechanism of the human eye by performing experiments with long and
short focal length lenses.
To measure focal lengths
Parts of a camera
Parts of the human eye
Function of each part
Using thin lens formula to work out maximum and
minimum focussing distances
Accommodation in the eye and how it works
Teamwork
Relating tangible concepts (camera) with more abstract ideas
(lens in the eye)
Working with lenses and ray diagrams
Module 5: Making Light
Didactic Framework: 2 worksheets, 1 factsheet, 1 Notes for Teachers, 1 video
In this module students learn the following:
This module allows students to conduct a research project wherein they are required to assess the present state of
lighting within their school, research the efficiency of the given situation and come up with better proposals. Students
also learn the different types of light sources, how the ‘colour’ of the light source when hot and cold can be a guide
to the temperature of the light source and which kinds of light sources are more energy efficient.
This module also contains a video. The video is in an animated form where the drawings on the worksheets have
been animated for students to easily make the association between the worksheet and video. The video mainly
describes the scientific concept of how different light sources generate energy and why laser light is different to other
light sources. The video will include the physical processes behind incandescent light tubes, LEDs and lasers.
the physics of different light sources
incandescence and blackbody radiation
the concept of photons
working principle of a laser
differences between types of light sources (LEDs, light bulbs,
laser)
organizing a research project
teamwork
presenting research finding with convincing arguments
Module 6 : Polarisation Didactic Framework: 1 worksheet, 1 factsheet, 1 Notes for Teachers
In this module students learn the following:
In this module, students build a polarimeter, which is a device widely used in the pharmaceutical industry as well as
in the sugar industry. Polarimeters are used to determine the concentrations of various types of sugars and chemicals.
Students perform an experiment to study how a sugar solution can rotate the polarisation of light from a laser using
two polarisers. They then relate this effect to bio-photonics applications and are given information on how some
animals can detect polarised light.
Measuring and rotating polarisation of light
Building a polarimeter
Using polarisers to measure the degree of rotation of
polarisation of light by sugar molecules
Applications of polarisation in LCD displays
Safe handling of lasers
Module 7: Diffraction and Interference Didactic Framework: 3 Worksheets, 3 Factsheets, 1 Notes for Teachers
In this module students learn the following:
In this module students discover the phenomena of diffraction and interference. They perform diffraction
experiments of laser light through a double-slit, single slit and single obstacle to view the diffraction patterns and
understand the relationship between diffracting object and diffraction pattern. They also build their own optical
spectrometer and measure the wavelengths of different colours emitted by an energy saving lightbulb with a discrete
spectrum.
The safe handling of lasers (Laser safety)
To measure the wavelength of light with the double slit (Young)
experiment.
Diffraction on a single slit and Babinet's principle
How to measure the width of a hair based on a diffraction
pattern
How the diffraction pattern of DNA lead to the discovery of its
structure
Diffraction on gratings in reflection and transmission
How an optical spectrometer works
That the spectrum of energy saving light bulbs consists of
discrete colours
Module 8: A Scientist’s Job Didactic Framework: 1 worksheet, 1 Notes for Teachers, 3 sets of statistics sheets, 1 video
In this module students learn the following:
In this module students participate in a survey within the classroom answering two typical interview questions:
‘What qualities can you offer to your career’ and ‘What do you expect from a career’. Students then conduct a
statistical survey of the answers to determine the most popular choices and if there is any significant difference
between the answers of young men and women. This leads to discussion of the ‘gender-issue’ within the classroom.
This module also contains a video designed to introduce students to the daily life of three researchers; a university
student, an industry researcher and an engineer using science for healthcare purposes. The video is shown in two
parts. In the first part (2.07 mins) the students do not see the person or hear their voice. They are only shown the
working environment, surroundings, interactions with colleagues etc. From these images students must glean the
gender of the person, the work that they do and the kind of place they work in. In the second part, students are
shown an interview where the researchers answer these questions and discuss their working life (8 mins). In this way
students get the opportunity to visualize themselves in such a research environment and think about whether or not
such a career would interest/suit them.
to identify her or his own preferences for a career
what qualities are needed to work as a scientist
whether men or women are better suited for a career in
science
the critical interpretation of statistics
what a scientist does on a day-to-day basis
what it means to study at a university
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